국가수준 교육과정 의사결정의 특징에 대한 고찰: 은유의 발견

성열관 한국교육방법학회 2008 교육방법연구 Vol.20 No.2

This research examines the characteristics of curriculum decision making with special reference to the present national curriculum newly revised at Feb. 28, 2007. For this, qualitative data are collected from participants for decision making in the process of developing national curriculum guides. As a form to create new possibilities for summarizing the result of research, author tried to develop metaphors for similar phenomenological interpretations as an effective methodology of human understanding. Based on those metaphors the paper implies some policy measures to have better institutions of national curriculum development. First, one of major characteristics is a phenomenon of severe conflicts at the final countdown of decision making for eliciting one-set output (national curriculum guide) around various powers and cliques between subject-matters. It occurs little change even when the number of participants in the process of decision making is strikingly increased like the present revision. Second, because of difficulties to measure net values between subject matters, a value of a certain subject is measured its importance by comparison with others. At this point, the instruction time allocation at the national time table functions as an equivalency. To cope with these predicaments, the paper suggests the devolution of authority in curriculum governance be needed for achieving not only democratizing the process of national curriculum decision making, but realizing better school curriculum.

고교 교육과정 다양성 정도에 대한 질적 사례 연구: 비평준화 지역의 두 고등학교 사례를 중심으로

성열관 ( Youl Kwan Sung ) 한국교육과정학회 2006 교육과정연구 Vol.24 No.1

수준별 교육과정의 감환된 의미로서 영어, 수학 이동수업의 효과성 검토

성열관 ( Youl Kwan Sung ) 한국교육과정학회 2008 교육과정연구 Vol.26 No.2

This study examined the way that the concept of educational differentiation is defined within Korean educational circumstance and how it works at the between-classes of school sites. In this sense, ability grouping in Korea in Math and English obtains its working definition as a means of individualized and tailored education. Using the data from Korean Educational Employment Panel (KEEP), the structural equation modeling was built to test the hypothesis that students perform better in homogeneous groups. But it fails to get robust evidences for the hypothesis. First this research tested how ability grouping affects students` achievement and self-efficacy with relation to other meaningful variables. The main result indicates that it is hard to find out any evidences for students to get more achievement and to get more self-efficacy in homogeneous classes by ability grouping. Second, teaching of academically homogeneous students in the separate classes turned out not to be effective for students to be more confident. Third, students who score high in self-efficacy take also positive effects on academic achievement regardless of grouping types such as homogeneous and heterogeneous groups. In the discussion, based on these research findings for the effects of ability grouping on achievement scores, practical implications are discussed with specific references to the curriculum issue.

종교 교육과정과 바우처 제도에 관한 일 고찰: 종교-시장-인권의 삼각법(trigonometry)

성열관 ( Youl Kwan Sung ) 경희대학교 교육발전연구원(구.교육문제연구소) 2004 慶熙大學校 敎育問題硏究所 論文集 Vol.20 No.2

교육과정 실행연구의 성장과 주요 특징에 대한 이론적 고찰

성열관 ( Youl Kwan Sung ) 한국교육과정학회 2006 교육과정연구 Vol.24 No.2

핀란드는 어떻게‘핀란드식’교육정책을 형성하게 되었는가?: 글로벌 거버넌스와 일국의 차용방식

성열관(Youl-Kwan Sung) 한국비교교육학회 2019 比較敎育硏究 Vol.29 No.6

[연구목적] 이 연구는 어떻게 하여 핀란드는 1990년대 이후 글로벌 교육개혁 흐름과 별도로 자신만의 독특한 경로를 밟았는가에 대해 알아보기 위한 것이다. 이를 위해 이 연구는 핀란드 교육의 역사적, 정치적, 문화적, 우연적 요인을 종합적 으로 알아 본 뒤, 핀란드의 주요 교육정책 형성과정에서 이러한 맥락적 요인이 어떤 식으로 작용하였는가를 파악해 보고자 하였다. [연구방법] 이 연구는 주로 문헌 조사방법을 활용하였다. 그리고 핀란드의 질보증 평가와 학교선택제를 문헌조사의 주 대상으로 하였다. 이 두 정책은 1990년대 이후 글로벌 교육개혁이 핀란드에도 영향을 준 대표적인 정책이지만 논쟁에 비해 실제 그 영향력은 매우 미미하였다. [연구결과] 주요 연구결과는 첫째, 핀란드는 역사적으로 볼 때, 중앙정부의 권위 주의적 리더십을 중시하는 전통에서 시장형 책무성평가를 도입하지 않았다. 둘째, 정치적으로, 사회민주당을 중심으로 한 연정으로 종합학교, 즉 뻬루스꼬울루 정신이 강해 매우 제한적인 학교선택제만을 실시하였다. 셋째, 우연적 요소로서, PISA에서의 높은 성취도와 교육전반에 걸쳐 나타난 모범적인 성과는 기존의 경로 의존성을 강화시켰다. [결론] 핀란드는 글로벌 거버넌스의 영향을 받았으나 국내 요인과 상호작용하면 ‘핀란드식’ 정책을 조형했다고 볼 수 있다. 이는 정책차용에서 로컬의 맥락적 요소가 간과되어져서는 안 되며, 글로벌 교육정책이 일방향으로 전파된다기 보다 일국의 역사, 정치, 문화적 요인과 상호작용하면서 변형되어 나타난다는 정책차용론과 관련이 있다. [Purpose] This study examines the way Finland has formed its own unique way with little influences from global education reform movement in 1990s. This research uses the framework with historical, cultural, and contingent components to investigate how these contextual elements have an affect on the formation of major educational policies. [Methods] Literature review method was used to identify relevant studies and materials that author targeted on two major educational policies: quality assurance assessment and school choice. These policies are thought of as crucial parts of global educational reform movement influencing on the Finnish education in 1990s. [Results] First, Finnish education did not actively introduced the market-based accountability tests because the Finnish are likely to respect the leadership of central government and the authority of National Board of Education. Second, only ‘soft’ school choice was implemented under the political environment in which the spirit of ‘Peruskoulu’ in comprehensive school reform has long been rooted partly by grand coalition around Social Democratic Party. Third, as a part of contingent elements, the Finnish PISA success in both students achievement and other overall positive outcomes has reinforced the path dependency of Finnish education. [Conclusion] Finland has also been influenced by global governance but has formed the applicable educational policies on its own way, so called ‘in the Finnish way’, by interacting with historical condition, political environment and factors of contingency such as PISA success. The research findings imply that complex phenomena of local context in policy borrowing should not be overlooked in that global educational policies are transformed and diversely implemented when they come to local particularities of history, politics, and culture of a nation-state rather than globally spreading in one direction.

성취기준의 차용 및 변용: 단계별 의사결정 과정에 대한 분석 연구

성열관 ( Youl Kwan Sung ),백병부 ( Byuong Bu Baek ),윤선인 ( Sun Inn Yun ) 한국교육과정학회 2008 교육과정연구 Vol.26 No.3

Authors examine the borrowed concept of `standards` from the beginning of the 7th national curriculum period. In doing so, the study investigates when this borrowed language was first circulated for what and the way that the term is internalized and transformed in Korean curricular discourses. For this, authors adapted the Phillips and Ochs` model of educational policy borrowing into Korean context and analyzed some characteristics identified in each stage of cross-national attraction, decision, implementation, and internalization. The study takes notice of the commonality in the borrowing and transforming process between language contact across nations and educational policy in analyzing the characteristics of adopting `standards` and their internalization. First, the term of standards is transformed from borrowing elements of original meaning into prerequisite condition for evaluation standards and the method of contents standards statement. Second, English-spoken countries such as USA already borrowed the concept of standards from East Asian countries whose systems to be thought standardized. And Korea re-borrowed the concept of standards, so this adoption was not effective to bring any influential changes into national curriculum system of Korea. Lastly the paper recommended the necessity of reasonable adaptation of adopted policy by considering its strength and shortcomings as far as the adoption of `standards` is expected to actually solve Korean own curricular problems.

교육과정 일치도 및 컨텐츠 맵의 유용성과 비판적 활용 방안

성열관 ( Youl Kwan Sung ),이민정 ( Min Jung Lee ) 한국교육과정학회 2009 교육과정연구 Vol.27 No.3

This study contributes to research investigating curriculum content analysis by reviewing related methods and the usefulness of content map as a tool of visualizing how curriculum is organized. Contents map is a describing tool of curricular content to make it possible to compare contents with standards, assessments and instruction in a two-dimensional grid of `topics+performance expectation.` However the paper dose not recommend to use it as behavioral perspectives, rather includes considerations of various methodological aspects of revealing the gap between uniformed instruction and progressive/critical educational goals. The paper first explains how to code data and use the tool in analyzing curriculum standards and textbooks. Second, the author discusses the way this research method is used to criticize and solve Korean educational problems such as test-driven instruction. Third, the paper explores the possibility to diagnose implementation of curriculum standards and consult school and its teachers. Fourth, the possibility of analysis of teachers` decision-making types was discussed to facilitate teachers` autonomous adaptation of national required curriculum to classroom contexts.

핵심역량 교육과정의 글로벌 규범과 로컬의 전유

성열관 ( Youl Kwan Sung ) 한국교육과정학회 2014 교육과정연구 Vol.32 No.3

This study aims to illuminate the characteristics of global curriculum governance exercised by the OECD around core competencies and the ways in which central and local governments appropriate the global influences. First the impact of global governance on the curriculum can be characterized as conformity pressure or compliance with international norms and the exercise of remote control by the OECD. Second, the central government of South Korea has accepted the core competencies as global standards, seeking a sense of identity as a member among advanced countries and a sense of belonging to global society. In this process, core competency is proposed in the hope of changing the existing institutional path of education in South Korea. Third, the selected local educational authority has made use of the OECD to legitimate its own campaign to promote professionalism in the reconstruction of teachers’curriculum and to spread a learningbased pedagogical approach. However, regardless of the positive appropriation of global discourses on core competencies, central and local governments confront the problems of decoupling between global legitimacy and the domestic educational system. Recently, South Korea has been keen to use the core competency curriculum from the OECD, utilizing the external authority of global organization. However, since externalization is conveniently used to avoid internal disputes on the issues of borrowing particular policy, the overdependence on references to global organization might limit the potential to build internal legitimacy through internal curriculum deliberation. Thus, the author argues that the public space of deliberation for controversial curricular issues must become more accessible to curriculum researchers in the ways in which educators fully communicate for constructing internal legitimacy.

수업시간에 학생들이 자는 문제의 원인과 해결방안에 대한 고등학교 교사들의 인식

성열관 ( Youl Kwan Sung ) 한국교육과정학회 2015 교육과정연구 Vol.33 No.2

In high schools, even an ordinary classroom suffers from the widespread problem of student disengagement, such as sleeping in class. This study examines the ways in which alienated students are disengaged, go off task, and sleep in high school classes. It also investigates how teachers perceive the phenomenon and the solution to remedy it and suggests some ways to overcome the vicious cycle of this type of problem. Toward that end, the author interviewed a total of 17 teachers (seven face-to-face and 10 via written interviews) from two high schools in Seoul,South Korea. In doing so, this study explores three research questions. First, the research examines how teachers perceive the causes for and consequences of student disengagement in class.Second, this study analyzes the teachers’ perceptions of the relationship between the characteristics of classroom instruction and the level of the students’ engagement. Third, it draws policy implications from the teachers’ responses to overcome the predicament of disengagement. Based on the results of the analysis, this paper discusses the theoretical and practical implications of alleviating student disengagement. It suggests that teachers should rebuild equitable and communitarian order in their classroom as a basis for helping students create a positive identity and establishing reciprocal role expectations because quality education would be possible for all students when the classroom becomes an ethical community that is not dominated by any instrumental value.